Computational thinking - Progress outcome 3
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
About this resource
Three exemplars are provided for this progress outcome. In the first, the students are asked to use Scratch to create an animated character that moves to music. In the second, students create a program to move a puppy to the top of some stairs with a line behind it showing its path. In the third, the students are given a table to help them convert letters to numbers and these numbers to binary. Each student writes their name and a message in binary for another student to read.
Computational thinking: Progress outcome 3
Within authentic contexts and taking account of end-users, students decompose problems into step-by-step instructions to create algorithms for computer programs. They use logical thinking to predict the behaviour of the programs, and they understand that there can be more than one algorithm for the same problem.
Students develop and debug simple programs that use inputs, outputs, sequence, and iteration (repeating part of the algorithm with a loop). They understand that digital devices store data in just two states, represented by binary digits (bits).
Progress outcomes: Exemplars
The progress outcomes describe the significant learning steps that students take as they develop their expertise in designing and developing digital outcomes.
Each exemplar has four parts:
- annotation (highlights how the student draws on their digital technological knowledge and skills to respond to the task)
- background (to the learning task)
- the learning task
- the student's response (comprise work samples and/or transcripts of the interactions between the student and the teacher or between the student and their peers).
The exemplars also highlight links to the key competencies of literacy and numeracy.
Ākonga learn computational thinking in the context of making a character dance using the block coding website Scratch.
See Materials that come with this resource to download Dance moves exemplar 6 (.pdf).
If using this exemplar to inspire your planning, consider ways that this activity could be adapted to use contexts that are relevant to your ākonga.
Ākonga learn computational thinking in the context of making a character climb stairs using the block coding website Scratch.
See Materials that come with this resource to download Climbing stairs exemplar 7 (.pdf).
If using this exemplar to inspire your planning, consider ways that this activity could be adapted to use contexts that are relevant to your ākonga.
Ākonga learn to use binary code by writing their names using a table to convert the letters of the alphabet into binary.
See Materials that come with this resource to download Coded messages exemplar 8 (.pdf).
Mātauranga Māori
An authentic technology curriculum needs to ensure that context and implementation reflect the bicultural partnership of Aotearoa New Zealand. This may include the use of te reo Māori, respectful inclusion of pūrākau, and engagement with contexts that are relevant and authentic to the rohe.
Designing and developing digital outcomes is an important human endeavour aimed at solving problems and improving the lives of human beings. In considering any technological issue, we also need to consider mātauranga Māori. This can include an exploration of the relevant Māori values and principles, for example:
- Manaakitanga: the process of showing respect and care; reciprocity between people, living things, and places
- Auahatanga: innovation and creativity
- Whanaungatanga: a sense of relationship, connection, and belonging
- Kotahitanga: unity, solidarity, and collective action
- Kaitiakitanga: guardianship, stewardship for living things and resources.
If we include an exploration of the relevant Māori values and principles as we begin to research and develop solutions to the problems we are solving, it will allow these to be addressed in an authentic and meaningful way.
The exemplars and snapshots above would be strengthened through the inclusion of mātauranga Māori and the exploration of values and principles underlying the issue as a starting point is one way of doing this authentically.
Heading
Computational thinking - Progress outcome 1
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
1 of 7Computational thinking - Progress outcome 2
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
2 of 7Computational thinking - Progress outcome 4
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
3 of 7Computational thinking - Progress outcome 5
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
4 of 7Computational thinking - Progress outcome 6
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
5 of 7Computational thinking - Progress outcome 7
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
6 of 7Computational thinking - Progress outcome 8
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
7 of 7
